Instruction of Students with Severe Disabilities, Loose-Leaf Version (8th Edition), Misc. Supplies, 8 Edition by Brown, Fredda E (Used)

Misc. Supplies: 8 Edition
Used: Like New
9780133827163
013382716X

Publication Date: 2015-06-13
Publisher: Pearson
Misc. Supplies : 656 pages
Edition: 8 Edition
Author: Brown, Fredda E
ISBN-10: 013382716X
ISBN-13: 9780133827163

Product Description Note: This is the loose-leaf version of Instruction of Students with Severe Disabilities and does not include access to the Pearson eText. To order the Pearson eText packaged with the loose-leaf version, use ISBN 0134043383.   In this authoritative guide, leading scholars and researchers present information and evidence-based practices for dealing with the full range curriculum and instruction for individuals with severe intellectual disabilities and autism. The case studies throughout Instruction of Students with Severe Disabilities look at students of various ages and with a variety of disabilities, and each chapter includes an application to a student with autism. The content is presented with citations of supportive research, and the evidence-based practices are presented in clearly defined ways to ensure that teachers understand the practices and how to apply them in their own classrooms. PowerPoint slides created by the chapter authors are available for course instructors.   From the Back Cover A balance of theory and practice for dealing with the full range of curriculum and instructional topics involved in educating individuals with severe intellectual disabilities and autism.   In this authoritative guide, leading scholars and researchers present information and evidence-based practices for dealing with the full range curriculum and instruction for individuals with severe intellectual disabilities and autism. Case studies throughout Instruction of Students with Severe Disabilities look at students of various ages and with a variety of disabilities, and each chapter includes an application to a student with autism. The content is presented with citations of supportive research, and the evidence-based practices are presented in clearly defined ways to ensure that teachers understand the practices and how to apply them in their own classrooms. PowerPoint slides created by the chapter authors are available for course instructors.   The new edition of Instruction of Students with Severe Disabilities includes: The coverage of the age range of individuals has been expanded. A chapter now describes middle-aged focused individuals, and concepts such as self-determination are explained along with the changes that come with aging. All of the strategies are evidence-based and the applicable research is cited. New chapters on: Assessment is updated to include assessment related to the Common Core State Standards. Motor Disabilities includes updated photos on equipment, using equipment to enhance classroom participation, and integration of physical therapy in the classroom. Positive Behavior Support includes updated research and a focus on moving from assessment to the development of behavior support plans. The chapter is also updated to include the use of technology related to behavioral assessment and behavior plan development. Teaching Communication Skills includes updated research, a focus on selecting appropriate communication strategies, and embedding instruction on communication skills in daily routines and activities. NEW! New perspectives on each chapter are presented the addition of Dr. John McDonnell as the text’s third editor. About the Author Dr. Martha Snell is a Professor Emeritus of Special Education in the Curry School of Education at the University of Virginia where she directed the teacher preparation program in severe disabilities for 37 years. With others, she has authored a number of books on teaching methods and the definition of intellectual disability. She has been active in a number of professional organizations, in particular: TASH and the American Association for Individuals with Intellectual and Developmental Disabilities. She has directed both federal and state grants directed toward research and the preparation of teachers. Her research has addressed primarily individuals with autism and intellectual disability and their teacher